Social Studies Skills IEP goals for grades 3 to 5
16 of the social studies skills templates in the library are written for grades 3 to 5. Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
16 templates · 1 skill · 3–5 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Social Studies Skills Science, Social Studies & Digital Literacy
Match community helpers to their jobs
Community roles
By the annual IEP review date, given 8 photos of community workers (such as a firefighter, mail carrier, nurse, bus driver) and 8 photos of the work they do, the student will match each worker to the photo of the work they do independently with at least 88% accuracy on community worker matches, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Find a room using a school map
Maps and globes
By the annual IEP review date, when given a simple school map with picture symbols and asked to lead the adult to a named room, the student will find the named room on the map, point to the route, and walk to the room while holding the map independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Move on a grid map with cardinal directions
Maps and globes
By the annual IEP review date, given a grid map with a compass rose, a starting square and 8 direction cards (such as go 2 squares north), the student will move a marker or walk from the starting square following each direction card and name the place reached independently with at least 88% accuracy on direction cards, in 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.
Tell the reason for a class rule
Civics: rules and rights
By the annual IEP review date, during a class meeting or social studies lesson when the adult names a class or school rule and asks why we have it, the student will tell one reason for the rule that names how it keeps people safe, fair or able to learn independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.
Answer questions with a map key
Maps and globes
By the annual IEP review date, given a community or state map with a key of 6 to 8 symbols and 10 questions, the student will answer each question by finding the symbol in the key and locating it on the map independently with at least 80% accuracy on map key questions, in 3 of 4 consecutive biweekly probes, as measured by curriculum-based measurement probes collected every two weeks.
Measure map distance with a scale bar
Maps and globes
By the annual IEP review date, given a map with a scale bar, a ruler or paper strip and 8 distance questions between labeled places, the student will measure the distance between the places on the map and use the scale bar to write the real distance with its unit independently with at least 75% accuracy on map distance questions, on 3 of 4 consecutive biweekly probes, as measured by work-sample analysis collected every two weeks.
Grades 3 to 5 social studies skills goals build on foundational skills and begin to use longer tasks, multi-step work, and independence as the target. Measurement shifts toward curriculum-based probes, work samples, and rubrics the student can see.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Accuracy trackerNumber correct out of number attempted, with percent accuracy and support level.Used by 11 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 2 goals here
- Rubric trackerScores each rubric criterion and totals the score for each sample.Used by 3 goals here
Frequently asked questions
What changes in social studies skills goals between the early and upper elementary grades?
Tasks get longer and more independent, and the support level in the goal moves from prompts toward checklists and self-monitoring. The measure often changes too, from direct observation to work samples and probes.
Can an upper elementary goal include self-monitoring?
Yes. Students at this age can check their own work or rate their own behavior, and the goal can measure both the skill and the accuracy of the self-rating.
How do I set a criterion for a grade 3 to 5 student working below grade level?
Use the student's baseline on the measure and expected growth for that measure, not the grade-level benchmark. The goal should be ambitious for the student, as Endrew F. requires, and reachable within the year.
IEP Atlas Pro
Turn these goals into progress reports
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.